:)    J0,Z!  f 


S.B.S.  Doc  72. 


A.  I.  8. 


U.   S.  DEPARTMENT   OF  AGRICULTURE, 


STATES  RELATIONS   SERVICE. 
A.  C.  TRUE,  Director. 


MARKETING  FARM  PRODUCT^ 

SUGGESTIONS  FOR  TEACHERS  IN   SECONDARY  SCHOOLS.1 

By  H.  P.  Barbows,  Specialist  in  Agricultural  Education. 

INTRODUCTION. 

The  marketing  of  farm  products,  including  the  subject  of  prices  received  by 
the  producer  and  those  paid  by  the  .consumer,  presents  many  problems.  In 
solving  these  education  should  play  a  large  part.  Though  much  is  being 
attempted  by  teachers  of  agriculture  in  secondary  schools  in  the  teaching  of 
marketing,  they  are  handicapped  by  a  lack  of  properly  prepared  material  for 
school  use.  To  supply  their  needs  and  to  aid  other  teachers  in  the  use  of  the 
publications  of  this  department  pertaining  to  the  marketing  of  farm  products 
this  paper  has  been  prepared. 

RELATION  OF  SUBJECT  TO  COURSES  OF   STUDY. 

Relation  to  courses  in  production. — The  agricultural  curriculum  of  the  sec- 
ondary school  consists  of  courses  which  deal  primarily  with  production.  The 
courses  given  most  attention  are  agronomy,  which  deals  with  field  crops;  horti- 
culture, including  the  production  of  fruits  and  vegetables;  and  animal  hus- 
bandry, which  includes  the  production  of  meat,  poultry,  and  dairy  products. 
Inasmuch  as  the  modern  farmer  produces  the  greater  part  of  his  crops 
for  markets,  a  consideration  of  the  marketing  problem  will  of  necessity  enter 
into  courses  which  deal  primarily  with  production.  Not  only  must  the  require- 
ments of  the  market  be  kept  in  mind  in  connection  with  production  from  the 
selection  of  the  seed  or  breeding  stock  to  the  harvesting  and  preparation  for 
market,  but  it  will  also  be  found  difficult  to  draw  a  line  as  to  where  produc- 
tion ends  and  marketing  begins.  From  the  standpoint  of  the  farmer  the  prepa- 
ration of  products  for  the  market  is  one  of  the  most  important  phases  of  the 
problem.  This  phase  may  be  considered  to  the  best  advantage  in  connect  inn 
with  production,  as  may  also  questions  of  market  grades  and  requirements. 

Relation  to  rural  economics. — Farm  management  as  usually  taught  in  the 
secondary  school  embraces  some  of  the  closely  correlated  principles  of  rural 
economics.  Such  a  course,  if  given  after  the  students  have  had  special  courses 
dealing  primarily  with  production,  gives  an  excellent  opportunity  for  a  con- 
sideration of  the  organization  of  the  farm  as  a  whole  from  a  business  point 
of  view  and  a  review  of  the  other  courses  in  the  light  of  a  broader  knowledge 
of  the  various  phases  of  farming.  Part  of  such  a  course  may  be  given  very 
well  to  general  problems  of  marketing  and  especially  to  those  phases  which 
involve  principles  of  economics  which  may  not  be  developed  in  the  earlier 
courses  and  which  apply  equally  well  to  all  kinds  of  produce.  Cooperative 
marketing,  questions  relating  to  transportation  and  finance  are  suggestive  of 
such  problems  as  may  be  involved  in  this  course. 

Inasmuch  as  different  problems  in  teaching  marketing  are  presented  in  the 
different  courses,  the  suggestions  which  follow  are  grouped  according  to  the 

i  Prepared  under  the  direction  of  C.  II.  Lane,  Chief  Specialist  in  Agricultural  Education, 
States  Relations  Service. 
19690°— 17 


phase  of  farming  Involved.  Many  of  the  suggestions,  however,  which  are  given 
In  connection  with  the  marketing  of  fruits  and  vegetables  will  apply  to  the 
teaching  of  marketing  other  farm  products. 

I.  MARKETING  FRUITS  AND  VEGETABLES. 

A  SURVEY  OF  LOCAL  CONDITIONS. 

Purpose  of  survey. —  (1)  To  gain  information  and  experience  as  a  basis  for 
classroom  instruction,  practieums,  mid  home-project  work. 

(2)  To  give  students  an  opportunity  for  development  and  to  arouse  interest 
in  the  subject  and  the  community's  needs. 

(3)  To  furnish  a  basis  for  community  service. 

In  a  general  way  it  may  be  stated  that  if  the  instruction  of  the  school  is  to 
be  adapted  to  the  interests  of  the  students  and  the  needs  of  the  community,  the 
teacher  must  know  those  needs.  The  survey  means  a  systematic  study  to  find 
them  out.  At  the  same  time  it  should  be  remembered  that  the  students  wiil 
get  out  of  it  in  proportion  to  what  they  put  into  it,  hence  the  need  for  their  active 
participation.  Although  one  of  the  aims  may  be  to  find  out  their  interests, 
the  fact  that  their  interests  may  be  developed  should  not  be  overlooked. 

Method  of  survey. — Inasmuch  as  the  primary  purpose  of  the  survey  is  to 
link  the  work  of  the  school  with  the  work  of  the  home,  a  beginning  should  be 
made  with  the  home  farms  of  the  students.  Each  student  should  be  required 
to  bring  to  the  school  definite  information  in  regard  to  marketing  fruits  and 
vegetables  on  the  home  farm.  The  teachers  with  the  aid  of  the  students  may 
then  proceed  to  secure  information  from  other  farmers  and  the  community 
in  general.  In  using  this  information  later  it  will  be  well  to  have  it  tabulated 
as  far  as  possible.  It  wili  be  helpful  also  for  the  students  to  make  a  map  show- 
ing the  farms  in  their  relation  to  packing  houses  and  shipping  points  on  which 
the  condition  of  the  roads  is  indicated. 

The  following  outlines  will  not  cover  all  sections  but  should  he  suggestive 
of  the  information  desired,  and  definite  questions  pertaining  to  local  conditions 
which  should  be  asked. 

STUDENTS  SURVEY  OF  HOME  FARM  WITH  REGARD  TO  MARKETING  FRUITS  AND 

VEGETABLES. 

1.  Estimated  production. 

(A)  Fruit 

(B)  Vegetables. 

2.  Where  and  how  is  the  produce  sold? 

3.  Methods  of  grading  and  packing. 

4.  Sources  of  crates  and  (lacking  material. 

5.  By  whom  is  the  grading  and  packing  done? 

G.  Packing  houses  and  general  facilities  for  packing. 

7.  Use  of  unmarketable  produce. 

8    Care  of  surplus — storage  facilities. 

0.  Representative  prices  on  farm  compared  with  wholesale  and  retail  prices  In 

nearest  city  market. 
10.  Marketing  problems  considered  most  urgent  upon  the  farm. 

COMMUNITY  SURVEY  OF  MARKETING  FRUITS  AND  VEGETABLES. 

1.  Estimated  product  of  district. 

(A)  Fruits. 

(B)  Vegetables. 

2.  Markets. 

(A)  Local. 

(a)  Nature. 

(b)  Estimated  percentage  of  each  crop  taken  care  of. 

(B)  Outside  of  district. 

(a)  Nature  and  distance. 

( b )  Estimated  percentage  of  each  crop  to  be  sold. 
3    Shipping  facilities. 

(A)  Local  buyers. 

(B)  Cooperative  shipping  associations. 

(C)  racking  houses,  loading  platforms,  etc. 


4.  Transportation  facilities. 

(A)  Roads — Nature  and  grade  toward  shipping  stations  and  near-by 

markets. 

(B)  Railroads — Number,  extent,  and  nature  of  service. 

(C)  Express  aud  parcel  post  service. 

5.  Efficiency  of  system. 

(A)   Comparison  of  prices  on  farm  with  wholesale  and  retail  prices  in 

consuming  centers. 
(R)   Assignment  of  handling  costs. 

(C)  Facilities  for  handling  surplus  and  waste. 

(</)   Storage  facilities. 

lb)   Canneries,  evaporators,  and  other  factories. 

(D)  Reputation  of  district. 

(E)  Extent  of  losses  incurred. 

6.  Problems  in  marketing  and  needs  of  community  as  brought  out  in  1-5. 

CLASS  WORK  BASED  ON  PROBLEMS  AND  PROJECTS. 

Suggestive  problems. — Growing  out  of  the  survey  there  will  doubtless  arise 
many  problems  the  solution  of  which  may  be  assigned  to  individual  students  or 
may  be  undertaken  by  the  class  as  a  whole.  For  example,  each  student  may 
be  asked  to  trace  some  of  the  produce  from  his  home  town  to  the  ultimate  con- 
sumer, making  a  record  of  the  time  and  expense  involved.  Cooperation  with  a 
city  school  which  is  studying  marketing  from  the  consumer's  point  of  view  may 
be  secured  to  the  advantage  of  both  schools.  The  agricultural  students  may 
follow  a  consignment  in  its  preparation  for  market  and  shipment,  and  the 
students  of  the  city  school  take  it  up  as  it  reaches  the  city.  Records  should  oe 
kept  of  methods  and  costs  of  handling  and  reports  exchanged.  The  data  should 
be  used  as  a  basis  for  class  work. 

A  number  of  schools  have  aroused  interest  in  a  study  of  market  conditions 
by  having  the  students  follow  the  market  prices  quoted  on  certain  products  for 
an  entire  season  and  present  the  results  in  a  graphic  form.  One  student  may 
work  out  curves  for  apples  in  different  markets,  another  for  cabbage,  or  dif- 
ferent markets  may  be  assigned  to  different  students  to  watch  with  respect  to 
a  number  of  products. 

Relation  of  problems  to  projects. — In  a  sense  the  home  project  of  a  siuueni 
is  a  large  problem,  which  he  is  working  out  at  home.  In  the  usual  sense  in 
which  we  regard  a  home  project,  it  presents  a  number  of  problems  for  the 
student  to  meet.  The  student  who  is  growing  either  fruits  or  vegetables  for 
sale  as  a  home  project  will  have  in  most  cases  Marketing  problems.  Where 
most  of  the  students  in  a  class  in  horticulture  have  such  projects,  these  prob- 
lems may  very  well  fcrin  the  basis  for  a  good  part  of  the  work  of  the  class- 
room. 

USE  OF  REFERENCE  MATERIAL. 

The  interests  of  the  community  may  require  that  emphasis  be  placed  upon 
the  marketing  of  a  particular  crop,  while  the  interests  of  the  students  may  be 
concerned  in  the  marketing  of  the  product  of  a  variety  of  projects.  To  satisfy 
both  demands  the  time  of  the  class  as  a  whole  may  be  taken  up  largely  with 
the  community  problem,  while  individual  assignments  should  be  made  to  aid 
the  students  with  their  special  problems.  For  example,  a  school  Cistrict  may 
be  interested  largely  in  growing  peaches,  and  will  have,  without  doubt,  the 
problem  of  marketing  its  peaches  to  advantage.  If  the  school  serves  the  com- 
munity as  it  should,  the  class  in  horticulture  will  attack  the  problems  of  pack- 
ing and  marketing  peaches  in  a  practical  way.  The  members  of  the  class, 
however,  may  have  as  home  projects  or  as  a  part  of  their  home  farm  work 
the  production  of  apples,  strawberries,  cantaloups,  or  general  truck  crops. 
Each  student  should  be  given  aid  according  to  his  particular  needs  as  far  as 
possible.  In  adapting  the  course  to  meet  the  particular  needs  of  a  communry 
or  any  Individual  student,  it  will  be  necessnry  to  supplement  the  general  text- 
book with  special  reference  mrtter.  it  is  likely  that  the  State  college  or  depart- 
ment of  agriculture  may  have  bulletins  which  will  give  definite  aid  in  solving 
the  local  problems  The  number  of  bulletins  of  this  department  pertaining  to 
marketing  is  increasing  rapidly.  From  the  list  given  at  the  end  of  this  docu- 
ment. Farmers'  Bulletins  and  Yearbook  articles  may  be  selected  which  may 
be  assigned  for  special  reports  by  individual  students  or  form  the  basis  for  class 
discussion  of  some  special  marketing  problem.  Although  the  department  bul- 
letins listed  are  of  a  more  technical  nature  and  deal  with  subjects  more  special 


in  nature  or  with  more  restricted  regions,  they  will  prove  helpful  in  adapting 
the  course  to  the  particular  problems  of  a  community.  For  example,  the  class 
in  horticulture  in  a  section  where  strawberries  are  a  main  crop  or  where  the 
students  have  home  projects  in  growing  strawberries  will  use  to  advantage 
Department  Bulletin  477,  Marketing  and  Distribution  of  Strawberries  in  1915. 
Likewise  in  a  western  cantaloup  section  Department  Bulletin  401,  Marketing 
and  Distribution  of  Western  Muskmelons  in  1915,  will  prove  very  helpful. 
These  bulletins  not  only  give  statistics  and  prices  but  also  suggest  improved 
methods  of  handling  the  crop. 

In  keeping  in  touch  with  prices  and  market  conditions  the  school  should 
receive  daily  papers  from  its  near-by  markets  or  those  cities  which  represent 
the  chief  markets  for  the  produce  of  the  community.  Weekly  trade  pnpers 
will  be  found  very  helpful  for  this  purpose.  If  the  students  are  required  to 
keep  an  account  of  daily  fluctuations  in  prices,  they  will  have  an  incentive 
which  will  develop  interest  in  the  market  reports.  Files  should  be  kept  of 
clippings  from  farm  and  trade  papers  pertaining  to  marketing  and  market 
conditions.  In  time  a  great  deal  of  information  may  be  accessible  not  only  to 
students,  but  to  the  community  at  large.  To  be  of  value,  however,  this  informa- 
tion should  be  properly  filed  and  indexed.  If  the  students  do  the  work  it  will 
not  only  be  of  greater  interest  to  them,  but  it  will  also  aid  in  establishing  a 
very  good  habit  in  them  as  farmers  and  business  men. 

As  a  means  of  arousing  interest  on  the  part  of  the  students  in  market  condi- 
tions and  at  the  same  time  rendering  service  to  the  community,  one  of  the 
New  York  schools  receives  the  daily  market  reports  from  the  Bureau  of  Markets 
of  this  department,  and  has  the  data  received  charted  and  posted  prominently 
for  the  benefit  of  students  and  patrons.  For  the  benefit  of  other  schools 
which  may  be  interested  in  receiving  these  reports  the  following  brief  outline 
of  this  service  as  rendered  by  the  Bureau  of  Markets  is  given : 

Fruits  and  Vegetables. 

Daily  market  reports  of  perishable  fruits  and  vegetables. 

Weekly    carlot   summaries.     (Of   primary    interest   to    newspapers   and 

statistical  students.) 
W'eekly  market  review.     (Of  primary  interest  to  newspapers  and  trade 

papers. ) 

Meats  and  Live  Stock. 

Daily  market  reports  on  meat  trade  and  live-stock  conditions. 
Honey. 

Semimonthly  market  reports  on  honey. 

Wool. 

Quarterly  reports  on  the  supply  of  wool. 
Dairy  and  Poultry  Products. 

Weekly  reports  on  production  of  creamery  butters.  The  service  for 
dairy  and  poultry  products  is  now  being  extended  along  lines  similar 
to  those  established  for  fruits  and  vegetables. 

Grain,  Seed,  and  Hay. 

Semimonthly  market  reports  on  grain,  seed,  and  hay. 
Cold-Storage  Holdings. 

Monthly  reports  showing  cold-storage  holdings  on  apples,  meat,  eggs, 
and  dairy  products. 
It  is  not  expected  that  all  schools  will  be  interested  in  all  these  reports.  The 
reports  on  fruits  and  vegetables  will  have  the  widest  application,  although 
there  will  be  cases  where  the  reports  on  the  other  products  will  have  a  special 
interest  to  individuals,  if  not  to  the  whole  class  or  community.  More  detailed 
information  and  application  blanks  pertaining  to  these  reports  may  be  obtained 
from  the  Bureau  of  Markets,  U.  S.  Department  of  Agriculture,  Washing- 
ton, D.  C. 

USE  OF  ILLUSTRATIVE  MATERIAL. 

It  has  been  suggested  that  the  prices  for  a  certain  crop  or  product  may  be 
shown  for  the  season  by  a  simple  graphic  curve.  Such  price  fluctuations* and 
other  data  pertaining  to  the  marketing  of  crops  should  be  shown  on  the  black- 


board  or  made  into  permanent  chart  form  on  cloth  or  paper  to  use  in  visual  in- 
struction. The  bulletins  listed  give  maps  showing  the  sources  and  distribution  of 
various  crops,  which  may  be  enlarged  and  used  for  the  same  purpose.  A  series 
of  charts  showing  systems  and  methods  of  packing  will  be  especially  helpful 
With  such  fruits  as  apples  and  peaches  packed  in  boxes.  Students  in  sections 
backward  in  packing  and  not  familiar  with  modern  marketing  methods  will 
profit  from  a  set  of  lantern  slides  showing  up-to-date  methods  which  will  be 
applicable  in  the  section  in  which  they  live. 

Although  pictures  and  charts  will  prove  helpful,  they  should  not  take  the 
place  of  actual  visits  to  good  packing  houses  and  markets  if  such  are  accessible. 
Some  teachers  have  reported  a  great  deal  of  interest  having  been  aroused 
by  trips  to  near-by  city  markets.  If  such  trips  are  arranged,  it  should  be 
with  a  definite  purpose,  and  the  students  should  be  required  each  to  make  a 
report  which  should  indicate  that  he  had  secured  some  very  definite  informa- 
tion and  suggestions.  Fairs  and  exhibits  will  prove  especially  helpful  in 
suggesting  standards  and  methods  of  grading  and  packing.  The  teacher  should 
keep  up  with  the  latest  and  best  methods  and  materials  for  packing.  Samples 
of  new  forms  of  packages  should  be  kept  at  the  schools  and  demonstrations 
made  of  new  methods  of  pecking  for  the  benefit  of  the  community  as  well  as 
the  students. 

PRACTICAL  WORK. 

Although  seeing  the  actual  materials  and  observing  demonstrations  of 
methods  are  helpful  in  visualizing  the  instruction  of  the  classroom,  such  work 
should  not  take  the  place  of  active  participation  on  the  part  of  the  student  in 
doing  the  thing.  Preparation  of  produce  for  market  presents  phases  of  farming 
which  require  considerable  skill.  Just  how  much  time  should  be  spent  in  aid- 
ing the  students  to  acquire  skill  in  such  practice  must  be  determined  according 
to  the  aims  and  organization  of  the  school  and  the  needs  of  the  community. 
The  students  who  are  conducting  home  (projects  in  either  fruit  growing  or 
vegetable  gardening  may  have  ample  opportunity  to  develop  skill  in  certain 
phases  of  packing  and  preparing  produce  for  market,  but  even  these  students 
with  such  an  opportunity  may  profit  greatly  by  getting  started  right  under  the 
direction  of  the  teacher  at  the  school.  In  stimulating  effort  along  the  lines 
suggested  below  much  may  be  made  of  the  contest  idea.  It  will  be  especially 
helpfurto  have  contests  in  packing  along  with  a  school  fair  in  which  an 
exhibit  is  made  of  the  products  of  the  home  gardens  and  orchards  properly 
prepared  for  market. 

Making  of  packages. — Some  time  may  be  spent  in  getting  the  student  started 
along  the  right  lines  in  making  crates,  boxes,  and  barrels  such  as  are  used,  or 
should  be  used,  on  their  home  farms  and  in  the  community.  Emphasis  should 
be  placed  upon  using  the  right  tools  in  the  right  way,  upon  neatness  and  the 
methods  which  mean  efficiency.  There  may  not  be  time  to  develop  speed  and 
special  skill  at  the  school,  but  if  the  students  are  given  the  right  kind  of  start 
they  will  be  able  to  develop  these  factors  later  in  their  work  at  home.  This 
work  at  the  school  may  involve  the  use  of  the  school  shop  and  may  call  for 
cooperation  in  the  teaching  of  mechanic  arts  and  agriculture.  It  may  be  pos- 
sible for  the  students  to  get  this  practice  under  better  conditions  in  a  neigh- 
boring packing  house. 

Packing  fruit. — Practice  in  packing  may  also  be  given  to  best  advantage  as 
a  rule  in  a  regular  packing  house.  Here  again  emphasis  should  be  placed  first 
upon  getting  the  students  started  right  in  handling  the  fruit,  correct  grading, 
and  in  neatness  in  packing  without  lost  motion.  Special  emphasis  must  be 
placed,  as  a  rule,  upon  care  in  handling  the  fruit  to  avoid  bruising  and  abrasion 
of  the  skin.  Speed  will  be  developed  later.  The  kind  of  fruit  packed  and  the 
methods  used  will  depend  upon  local  needs  and  conditions.  As  a  rule,  it  will 
be  better  to  have  high  ideals  and  to  establish  correct  practice  with  one  or  two 
of  the  leading  fruits  of  the  community  rather  than  to  attempt  a  wider  range. 
Special  attention  should  be  given  the  particular  form  of  packing  in  which  the 
community  is  weakest  or  which  it  needs  most. 

Preparing  vegetables  for  market. — Practice  in  this  line  of  work  may  be  given 
best  in  connection  with  the  school  or  home  gardens.  Although  this  practice  will 
also  vary  with  the  different  sections,  as  a  rule  there  will  be  abundant  oppor- 
tunity for  much-needed  direction  of  such  work  as  bunching  and  washing  early 
root  crops,  keeping  them  in  good  shape  awaiting  shipment  or  hauling  to  market; 
grading  and  packing  of  such  vegetables  as  tomatoes,  cucumbers,  and  canta- 
loups; trimming  and  packing  of  lettuce,  celery,  and  cabbage. 


6 

Business  practice. — A  grent  deal  of  marketing  involves  business  practice,  in 
which  the  farmer  is  very  apt  to  be  deficient.  Apart  from  general  practice  in 
farm  accounts  which  may  be  given  in  another  course,  students  may  spend  con- 
siderable time  with  profit  in  one  or  more  of  the  following  lines  of  work : 

(1)  Preparing  an  advertisement  for  a  local  paper  offering  fruits  and 

vegetables  for  sale. 

(2)  Writing  letters  soliciting  orders  or  pertaining  to  the  shipment  and 

sale  of  fruits  and  vegetables. 

(3)  Making  out  invoices,  bills  of  lading,  drafts,  checks,  and  other  busi- 

ness forms  connected  with  the  sale  and  shipment  of  produce. 

COMMUNITY   WORK. 

A  local  market. — In  connection  with  the  instruction  in  gardening  and  agri- 
culture in  a  number  of  city  schools  and  the  related  home-project  work  public 
markets  have  been  established  under  the  direction  and  supervision  of  the 
teachers  of  agriculture.  The  most  successful  of  these  markets  are  managed  to 
a  great  extent  by  the  students  themselves.  Definite  hours  of  certain  days  are 
set  apart  as  market  times  when  the  boys  and  girls  bring  their  produce  to  offer 
for  sale  to  the  public.  In  some  cases  the  boys  and  girls  have  had  a  portion  of 
the  general  public  market  assigned  to  them.  In  other  cases  the  school  market 
is  opening  the  way  for  a  more  general  market.  Although  it  may  not  be  possible 
for  students  in  a  rural  community  to  have  a  public  market,  what  lias  been  done 
in  the  city  should  suggest  to  them  the  idea  of  getting  together  in  a  cooperative 
way  to  sell  and  ship  their  produce.  There  are  special  opportunities  for  the 
students  to  cooperate  in  marketing  if  they  are  growing  one  crop.  For  example, 
in  a  section  favorable  for  growing  tomatoes  one  student  may  not  produce  a 
sufficient  quantity  to  ship  to  a  distant  market  or  to  command  the  respect  of 
buyers.  A  number  of  students  may  form  a  shipping  association  patterned  after 
the  truly  cooperative  organizations  among  adult  growers  to  serve  their  common 
interests  as  far  as  marketing  their  product  is  concerned.  Such  an  organization 
should  not  only  give  them  an  opportunity  to  sell  their  tomatoes  to  advantage  but 
should  also  afford  excellent  opportunity  for  much-needed  training  along  lines 
of  cooperative  effort.  Although  the  primary  object  of  such  an  organization 
may  be  the  marketing  of  the  product  of  its  members,  its  activities  may  be  ex- 
tended to  the  purchase  of  supplies,  the  production  of  plants,  and  such  operations 
as  spraying. 

Aiding  farmers  of  community. — While  the  duty  of  the  teacher  will  be  to  serve 
his  students  first,  it  is  not  unlikely  that  a  wide-awake  teacher  who  is  deter- 
mined to  develop  higher  ideals  and  better  methods  of  marketing  among  his 
students  will  have  an  influence  on  the  community  as  a  whole.  In  many  cases 
the  adult  farmers  may  be  reached  through  the  students.  In  the  case  of  arous- 
ing interest  in  cooperative  marketing,  perhaps  the  best  way  to  get  the  farmers 
of  the  community  to  see  its  value  is  to  get  a  working  model  established  among 
the  boys  and  girls.  If  any  direct  aid  is  given  in  organization,  it  should  be 
with  the  aid  of  Federal  and  State  specialists.  Although  the  teacher  of  agricul- 
ture may  not  have  time  nor  sufficient  influence  to  get  the  farmers  together  in 
such  an  organization,  he  may  be  helpful  in  suggesting  to  others  some  helpful 
ideas  and  methods  of  carrying  them  out.  A  teacher  who  ('ovotes  his  summer 
time  to  the  supervision  of  home  projects  has  a  special  opportunity  to  give  the 
farmers  of  the  community  practical  assistance  with  their  marketing  problems. 

II.  MARKETING  POULTRY  AND  DAIRY  PRODUCTS. 

Although  a  number  of  secondary  schools  are  giving  separate  courses  in 
poultry  keeping  and  dairy  husbandry,  in  the  majority  of  the  high  schools  these 
subjects  are  both  included  in  a  general  course  in  animal  husbandry.  Although 
each  phase  of  the  course  offers  distinct  problems,  as  there  are  many  common 
considerations  in  the  marketing  of  dairy  products  and  poultry  products,  the 
two  will  be  treated  together. 

STUDENT'S  SURVEY  OF  HOME  FARM. 
WITH   KEGAKD  TO   MARKETING  POULTEY  AND   DAIBY  PRODUCTS. 

1.  Estimated  production. 

(A)  Poultry  and  e?^. 

(B)  Milk,  cream,  butter,  and  cheese. 


2.  Means  of  disposal. 

(A)  Tou  1  try  sold  nllve. 

(B)  Dressed  poultry. 

(C)  Kggs  for  market  and  for  hatching. 

(D)  Milk  sold  at  wholesale  and  retail. 

(E)  Cream,  butter,  and  cheese. 

3.  Methods  of  handling  poultry  products. 

(A)  Ciire  of  poultry  with  regard  to  quality  of  eggs. 

(B)  Methods  of  gathering  and  caring  for  eggs. 

(C)  Methods  of  grading  and  candling  eggs. 

(D)  Methods  of  packing  eggs  for  market  and  shipment. 

(E)  Methods  of  killing  and  dressing  fowls. 

(F)  Methods  of  grading  and  packing. 

(G)  Methods  of  shipping  live  fowls  and  baby  chicks. 

4.  Methods  of  handling  milk  and  dairy  products. 

(A)  General  precautions  with  regard  to  the  production  of  clean  milk. 

(B)  General  equipment  and  methods  of  handling  milk  on  the  farm. 

(C)  Means  of  delivery  and  shipment. 

(D)  Handling  of  milk  at  creameries,  factories,  and  stations. 

(E)  Means  and  methods  of  distribution  in  towns  and  cities. 

(F)  General  methods  of  manufacture  of  butter  and  cheese  with  regard 

to  iu«v.ring  a  good  product. 

(G)  Means  and  methods  of  marketing  such  dairy  products. 

(H)   What  means  are  used  for  cooling  milk  and  dairy  products  at  the 
farm  and  en  route  to  market? 

5.  Prices  received  (each  month  of  the  year). 

(A)  Poultry  and  eggs. 

(B)  Milk  and  dairy  products. 

(C)  Compare  prices  with  wholesale  and  retail  prices  in  near-by  markets. 

(D)  Comparison  of  prices  received  with  estimated  cost  of  production. 
G.  Suggestions  for  improvement  of  marketing  methods. 

(A)  Poultry  products. 

(B)  Dairy  products. 

COMMUNITY   SURVEY  OF  MARKETING   POULTRY   AND   DAIRY  PRODUCTS. 

The  outline  given  for  the  student's  survey  of  home  farm  conditions  with 
regard  to  the  marketing  of  these  products  should  be  suggestive  of  the  informa- 
tion to  be  gained  by  the  teacher  and  students  of  the  whole  community.  This 
coinmuniy  survey  should  include  also  the  number  of  creameries,  factories,  and 
shippers,  the  transportation  service  and  the  methods  of  payment  for  such 
produce.  The  information  received  is  to  form  a  basis  for  classroom  discus- 
sion of  methods  and  whatever  aid  the  school  may  give  the  community  to  im- 
prove its  methods  of  marketing. 

USE  OF  REFERENCE  MATERIAL. 

The  suggestions  given  concerning  the  u«e  of  illustrative  material  and  refer- 
ence material  in  connection  with  the  marketing  of  fruits  and  vegetables  will 
apply  in  a  large  measure  to  the  teaching  of  marketing  poultry  and  dairy 
products.  Problems  connected  with  the  marketing  of  poultry  and  dairy  prod- 
ucts are  so  closely  linked  with  production  that  it  is  difficult  to  draw  the  line 
between  production  and  marketing.  This  is  especially  true  of  market  milk. 
Many  of  the  bulletins  dealing  primarily  with  production  will  be  useful  in  con- 
sidering marketing  problems.  In  addition  ro  the  reference  listed  at  the  end 
of  this  document  the  following  Farmers'  Bulletins  will  be  helpful:  855,  A 
Successful  Poultry  and  Dairy  Farm;  (302,  Production  and  Handling  of  Clean 
Milk  :  (123.  Ice  Houses  and  Use  of  Ice  on  the  Dairy  Farm;  GSD,  Plan  for  a 
Small  Dairy  House. 

For  schools  located  near  large  cities,  where  dairying  is  mostly  a  matter  of 
market  milk  and  where  at  the  present  time  the  question  of  marketing  milk  is  a 
very  serious  one.  use  may  be  made  of  the  more  technical  department  bul- 
letins and  bulletins  of  the  Bureau  of  Animal  Industry  on  special  market  milk 
investigations.1 

'  These  bulletins  are  Included  In  a  List  of  U.  S.  Department  of  Agriculture  Publications 
on  Dairying  for  Km  ployed  Teacbcrs,  wblch  may  be  obtained  from  the  Division  of  Agri- 
cultural Instruction  in  Schools,  Slates  Relatious  Service. 


8 

PRACTICAL  WORK. 

Preparing  and  packing  eggs. — An  effort  should  be  made  to  get  students  started 
right  in  the  handling  of  eggs  by  requiring  practice  either  at  home  or  at  school 
in  the  following  lines: 

(1)  Cleaning  and  grading  eggs. 

(2)  Candling  eggs. 

(3)  Preserving  eggs  in  water  glass. 

(4)  Making  cases  and  containers. 

(5)  Packing  eggs  ready  for  shipment. 

Directions  for  such  practical  work  may  be  obtained  from  Farmers*  Bulletin 
830,  Marketing  Eggs  by  Parcel  Post. 

Preparing  poultry  for  market. — The  proper  killing  and  picking  of  a  fowl  may 
be  made  a  demonstration  by  the  instructor  to  be  followed  by  practice  by  each 
student  as  far  as  possible.  Further  practice  may  be  secured  at  home  as  occa- 
sion for  killing  poultry  is  offered.  Directions  for  such  practice  may  be  obtained 
from  Bureau  of  Chemistry  Circular  61,  How  to  Kill  and  Bleed  Market  Poultry. 

Handling  market  milk. — The  extent  and  nature  of  the  practical  work  given 
in  handling  milk  must  depend  of  necessity  upon  facilities  at  hand.  Schools 
giving  a  course  in  dairying  and  having  a  dairy  equipped  for  the  work  will 
without  doubt  emphasize  practice  in  cleanly,  efficient  methods  of  handling. 
Some  schools  have  used  near-by  dairies  or  dairy  farms  for  the  purpose,  while 
others  have  outlined  home  work  to  be  undertaken  under  such  supervision  as 
may  be  given.  Students  having  projects  in  milk  production  should  be  super- 
vised very  carefully  with  regard  to  their  methods  of  handling  milk.  Some 
very  successful  dairy  projects  have  involved  the  development  of  a  retail  milk 
route.  One  student  recently  visited  in  Massachusetts  secures  1  cent  per  quart 
above  the  market  price  because  of  his  cleanly  methods. 

Parcel-post  shipments. — While  there  are  opportunities  to  develop  a  trade 
through  the  parcel  post  in  many  lines  of  farm  produce,  the  products  of  the 
home  garden  and  the  poultry  yard  are  especially  adapted  to  this  method  of 
marketing.  All  students  should  become  familiar  with  the  parcel  post  and  have 
practice  in  preparing  produce  for  shipment  by  mail.  It  is  especially  important 
that  students  having  garden  and  poultry  projects  in  the  open  country  away  from 
a  city  market  should  secure  practice  in  this  work.  Such  practice  may  be  made 
either  home  work  or  school  practice  in  classes  in  horticulture  and  animal 
husbandry.  Classes  in  city  high  schools  may  cooperate  with  classes  in  rural 
high  schools  to  the  profit  of  both.  For  example,  a  class  in  home  economics 
which  is  considering  the  marketing  problem  from  the  consumer's  point  of  view 
might  get  in  touch  with  a  class  in  agriculture  that  is  considering  the  problem 
as  one  of  production.  Arrangements  may  be  made  for  the  students  in  agri- 
culture to  undertake  as  a  class  project  the  shipment  of  eggs  and  other  produce 
to  be  received  by  the  class  in  home  economics.  Such  a  project  has  possi- 
bilities not  only  in  giving  practice  and  business  experience  but  also  in  develop- 
ing a  cooperative  spirit  and  a  closer  bond  between  future  producers  and 
consumers. 

Directions  for  packing  and  shipment  by  parcel  post  may  be  secured  from 
the  following  Farmers'  Bulletins:  830,  Marketing  Eggs  by  Parcel  Post;  703, 
Suggestions  for  Parcel  Post  Marketing. 

III.  MARKETING  LIVE  STOCK. 

In  most  sections  the  marketing  of  live  stock  offers  neither  the  problems  nor 
the  possibilities  in  connection  with  secondary  school  work  that  other  forms  of 
perishable  farm  produce  offer.  The  actual  marketing  of  farm  animals  for  the 
ordinary  small  farmer  is  a  problem  of  cooperation  which  may  be  considered 
best  in  connection  with  farm  management  and  rural  economics.  If  no  such 
course  is  offered,  however,  one  or  two  lessons  may  be  given  with  profit  to  a 
consideration  of  marketing  problems.  As  reference  material  for  such  lessens 
the  two  following  Farmers'  Bulletins  will  be  useful :  71S,  Cooperative  Live 
Stock  Shipping  Associations ;  809,  Marketing  Live  Stock  in  the  South. 

In  connection  with  a  study  of  types  and  breeds  and  practical  work  in  judging 
farm  animals  considerable  attention  should  be  given  market  standards  and  re- 
quirements.1 In  many  case»  the  student's  appreciation  for  good  breeding  may 
be  developed  best  by  a  study  of  what  the  market  requires.    In  the  stock-feeding 


1  See  States  Relations  Service  Doc.  58,  Types  and  Breeds  of  Farm  Animals — Suggestions 
f  jr  Teaching  the  Subject  in  Secondary  Schools. 


9 

sections  of  the  Middle  West  the  fnrmers  have  a  natural  interest  in  the  fluctu- 
ating prices  of  the  live-stock  markets.  In  a  number  of  schools  In  this  section 
the  students  keep  track  of  the  prices  throughout  the  year,  making  graphs  of 
the  results.  Tu  some  cases  interest  is  added  by  having  the  students  make 
pseudo  purchases  and  sales  of  feeders  and  finished  stock  according  to  current 
prices,  lu  some  cases  the  feed  consumed  and  the  grain  made  is  estimated  and 
the  feed  charged  at  prevailing  prices,  necessitating  an  eye  to  be  kept  on  the 
grain  market  as  well  as  the  live-stock  market.  Visits  to  the  big  markets  and 
stockyards  are  reported  as  being  profitable  when  well  organized  and  supervised. 

IV.  MARKETING  FIELD  CROPS. 

As  a  number  of  the  so-called  field  crops  are  garden  crops  grown  on  a  more 
extensive  scale,  the  problems  connected  with  their  marketing  are  in  many  ways 
an  extension  of  the  problems  involved  in  marketing  vegetables.  This  state- 
ment applies  to  such  crops  as  potatoes,  sweet  potatoes,  cabbage,  and  squash. 
Many  of  the  garden  crops,  such  as  peas,  beans,  tomatoes,  and  sweet  corn,  are 
grown  in  an  extensive  way  as  field  crops  for  canning  factories  upon  a  contract, 
hence  the  marketing  problem  is  largely  eliminated  as  far  as  the  farmer  is  con- 
cerned. This  is  true  also  of  cane  and  sugar  beets  grown  for  factories,  seed  and 
other  crops  grown  on  contract  for  concerns  permanently  established  in  the  com- 
munity. The  marketing  of  a  large  percentage  of  the  forage  crops  is  a  problem 
of  feeding  and  marketing  in  the  form  of  live  stock  or  animal  products.  The 
greater  part  of  the  remainder  of  the  field  crops  is  staple  fiber  and  food  crops 
known  as  cash  crops,  the  price  and  sale  of  which  are  mostly  outside  the  influence 
of  the  farmer  in  his  present  unorganized  condition.  This  class  of  crops  includes 
cotton,  flax,  hemp,  tobacco,  and  all  of  the  grain  crops.  The  chief  problem  for 
the  individual  farmer  at  present  in  marketing  these  crops  is  to  learn  the  market 
requirements  and  standards  and  to  work  toward  meeting  them.  If  the  prob- 
lems connected  with  organization,  such  as  cooperative  warehouses,  elevators, 
cotton  gins,  flour  mills  and  factories,  are  considered  in  the  class  in  farm  manage- 
ment and  rural  economics,  the  time  of  the  class  in  field  crops  devoted  to 
marketing  questions  may  very  well  be  given  to  grades  and  standards  with  prac- 
tical work  in  judging.  Inasmuch  as  market  standards  and  requirements  vary, 
it  is  best  for  the  teacher  to  secure  score  cards  for  judging  purposes  from  the 
State  agricultural  college  or  department  of  agriculture  rather  than  use  general 
cards  prepared  for  the  country  at  large.  The  amount  of  time  given  to  each 
phase  of  the  work,  as  well  as  the  nature  of  the  work  done,  will  be  determined 
by  local  needs  and  conditions.  In  certain  sections  of  the  South  considerable 
time  may  be  spent  with  profit  in  cotton  classing  and  grading.  It  may  be  pos- 
sible to  secure  the  use  of  a  set  of  standard  samples  to  be  used  for  this  purpose 
through  the  agricultural  college  or  the  county  agent.  In  the  Northwest  a  good 
deal  of  attention  is  given  standards  and  grades  of  wheat  and  other  small 
grains,  while  in  the  Middle  West  corn  is  given  more  attention. 

A  number  of  teachers  report  that  their  community  problem  in  marketing  is 
to  get  the  farmers  to  unite  upon  one  or  two  standard  varieties,  so. they  may 
put  out  a  uniform  product.  In  some  cases  the  school  farms  are  used  largely 
for  growing  and  disseminating  among  school  patrons  pure-bred  seed  of  a 
variety  of  corn  well  suited  to  the  section.  School  exhibits  have  proved  helpful 
in  a  propaganda  for  better  varieties  and  have  at  the  same  time  furnished  mate- 
rial and  opportunity  for  practical  judging  by  the  students.  A  part  of  the  equip- 
ment of  the  school  should  consist  of  samples  of  the  best  types  of  grain  aud  fiber 
crops  suitable  to  the  section  in  which  the  school  is  located. 

V.  MARKETING  AS  A  PHASE  OF  RURAL  ECONOMICS. 

The  amount  of  time  given  to  the  subject  and  the  nature  of  the  work  given 
will  depend  largely  upon  the  foilowing  factors:  (1)  Extent  and  nature  of  the 
course:  (2)  the  needs  of  the  community;  (3)  preparation  and  maturity  of 
students;  (4)  home  farm  needs  and  interests  of  students;  (5)  resources  of  the 
teacher.  In  the  last  item  would  be  included  the  training  of  the  teacher  in  this 
particular  phase  of  rural  economics  and  the  teaching  materials  he  had  available. 
It  is  assumed  that  if  the  interests  and  needs  of  the  students  and  the  community 
demand  attention  to  the  subject  the  teacher  will  do  all  he  can  to  meet  the 
demand. 

The  following  outline  is  suggestive  of  topics  to  be  considered  and  adapted  to 
meet  the  needs  of  each  class. 


10 

THE  GENERAL  PRINCIPLES  AND  PRACTICES  OF  MARKETING. 

I   Present  status  of  marketing. 

1.  Relation  to  production. 

(A)  General. 

(B)  As  studied   in  agricultural   courses;    (a)    Field  crops,   (6) 

animal  husbandry,   id   horticulture. 

2.  Fresent-dny  interest  in  marketing. 

(A)  From  stand|w>int  of  producer. 

(B)  From  standpoint  of  consumer. 
(CJ    Causes  of  such   interest. 

(D)    Lack  of  definite  knowledge. 

3.  Development  of  markets. 

4.  General  survey  of  present  marketing  system. 
IL  Methods  of  sale. 

1.  Selling  by  contract. 

(A)  Methods  of  fnctories,  seedsmen,  etc. 

(B)  Contracting  of  grain,  etc.,  for  future  delivery. 

2.  Cash  sale  on  farm. 

3.  Cash  sales  away  from  farm. 

(A)  "  Delivered." 

(B)  f.  o.  h. 

(C)  '*On  track." 

(D)  "To  arrive." 

4.  Consignments. 

(A)  Private  sales. 

(B)  Auction  pales. 

5.  Methods  of  payment. 

C.  Financing  the  sale  of  crops. 

III.  Storage  of  farm  crops. 

1.  Kinds  of  farm  storage. 

2.  Advantages  of  storage  on  the  farm. 

3.  .Risks  of  farm  storage. 

(A)  Storage  in  the  field. 

(B)  Houses  for  farm  storage. 

4.  Storage  at  selling  points. 

(A)  Local  storage  at  shipping  points, 

(B)  Storage  in  consuming  centers. 

5.  Cold  storage  of  farm  produce. 

(A)  Effect  on  prices  and  value. 
(I?)    Methods  of  cold  storage. 

IV.  Transportation  in  relation  to  marketing. 

1.  Relation  of  marketing  to  good  roads. 

2.  Ilauling  to  local   markets. 

( A  )    Horse-d  ra  wn  wagons. 

(B)  The  auto  truck. 

3.  Dependence  of  marketing  on  railronds. 

(A)   Relation  of  farming  to  railroad  service, 

4.  Handling  perishables. 

(A)  Express  and  fast  freight. 

(B)  Refrigeration. 

(C)  Trolley  service. 

5.  Rnil  r.  water  shipments. 
G.  Problems  of  the  shipper. 

(A)  Securing  cars. 

(B)  Demurrage  rates. 
7.  The  parcel  post. 

(A)   Range  of  application. 
(15)   Problems  in  its  use. 
V.  The  cost  of  marketing. 

1.  Distribution  of  costs  on  representative  products, 

(A)  Fruit  and  vegetables. 

(B)  Milk  and  dairy  products. 

(C)  Live  stock  and  poultry. 

(D)  drain  ami  fiber  crops. 

2.  Cutting  down  the  cost. 

(A)    Methods  suggested. 

(1>)  Methods  now  being  employed. 


11 

VL  Cooperative  marketing. 

1.  A  brief  history  of  its  development 

2.  Extent  of  cooperation  in  representative  lines  of  agriculture* 

3.  Essentials  of  a  successful  association. 

4.  Advantages  to  be  derived. 

5.  Problems  to  be  met. 

G.  Application  to  the  organization  of  a  local  industry. 
VII.  Review  of  the  principles  of  marketing  in  their  application  to  a  crop  of 
local  importance.     (Preferably  one  of  the  student's  projects.) 

1.  Relation  of  production  to  marketing. 

2.  Handling  of  the  product 

3.  Grading  and  packing. 

4.  Method  of  sale. 

5.  A  record  of  prices. 
G.  Means  of  storage. 

7.  Establishing  a  reputation. 

(A)   For  the  individual. 
(P>)   For  the  community. 
(C)    Advertising. 

8.  Finnncing  the  sale  of  the  crop. 

9.  Methods  of  shipping. 

30.  Selling  at  the  other  end. 

11.  What  a  cooperative  selling  association  might  do  for  the  product  in 
the  community. 
If  the  lessons  suggested  in  this  outline  are  to  be  adapted  to  meet  local  needs, 
it  will  be  necessary  to  make  a  general  survey  of  marketing  conditions  in  the 
community  to  determine  those  needs.  If  special  surveys  have  been  made  as  sug- 
gested in  connection  with  the  courses  dealing  primarily  with  production,  the 
data  received  may  be  made  the  basis  for  the  more  general  consideration  given 
the  subject  in  this  course.  There  has  been  nothing  in  the  nature  of  a  general 
text  on  marketing  written  especially  for  secondary  schools.  A  recent  text  pub- 
lished primarily  for  college  students  has  been  used  for  reference  purposes  suc- 
cessfully by  a  number  of  secondary  teachers.  Considerable  aid  may  be  secured 
by  the  use  of  some  of  the  general  bulletins  on  marketing  issued  in  some  of  the 
States.  From  the  list  of  department  publications  which  follow,  bulletins  may  be 
selected  which  will  be  helpful  in  solving  certain  local  problems  and  for  such 
general  phases  of  the  course  as  cooperation. 

PUBLICATIONS   OF   THE   UNITED    STATES    DEPARTMENT    OF 
AGRICULTURE  ON  MARKETING. 

The  following  Farmers'  Bulletins: 

548.  Storing  and  Marketing  Sweet  Potatoes. 

G5G.  The  Community   Egg  Circle. 

GOG.  Handling  and  Shipping  Citrus  Fruit  in  the  Gulf  States. 

708.  Suggestions  for  Parcel   Post  Marketing. 

707.  The  Commercial  Grading,  Packing,  and  Shipping  of  Cantaloups. 

71S.  Cooperative  Live  Stock   Shipping  Associations. 

753.  Commercial  Handling,  Grading,  and  Marketing  of  Potatoes. 

800.  Marketing  Live  Stock  in  the  South. 

S30.  Marketing  Eggs  by  Parcel   Post 

852.  Management  of  Common  Storage  Houses  for  Apples   in   the  Pacific 
Northwest. 

870.  Home  Storing  of  Vegetables. 
The  following  Department  Bulletins: 

225.  A  System  of  Accounting  for  Cooperative  Fruit  Associations. 

23G.  A  System  of  Accounts  for  Farmers*  Cooperative  Elevators. 

2GG.  Outlets  and  Methods  of  Sale  for  Shippers  of  Fruits  and  Vegetables. 

2G7.  Methods  of  Wholesale  Distribution  of  Fruits  and  Vegetables  on  Large 
Markets. 

200.  Rail  Shipments  and  Distribution  of  Fresh  Tomatoes,  1914. 

311.  The  Handling  and  Marketing  of  the  Arizona-Egyptian  Cotton  of  the 
Salt  River  Valley. 

315.  Cantaloup  Marketing  in  the  Larger  Cities  with  Car-lot  Supply,  1914. 

375.  Disadvantages  of  Selling  Cotton  in  the  Seed. 

401.  Marketing  and  Distribution  of  Western  Muskmelons  in  1915. 

403.  A  System  of  Accounts  for  Live  Stock  Shaping  Associations. 


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456.  Marketing  Creamery  Butter. 

458.  Handling  and  Marketing  Durango  Cotton  in  the  Imperial  Valley 

4*6.  A  Study  of  Cotton  Market  Conditions  in  North  Carolina  with  a  View 

to  Their  Improvement. 
477.  Marketing  and  Distribution  of  Strawberries  in  1915. 
Articles  in  the  following  Yearbooks: 

1904.  Consumers'  Fancies. 

1905.  Handling  Fruit  for  Transportation. 

1910.  Cooperation  in  the  Handling  and  Marketing  of  Fruit 

1912.  Handling  of  Dressed  Poultry  a  Thousand  Miles  from  Market 

1912.  A  Successful  Method  of  Handling  Vegetable  Products 

1912.  Improved  Methods  of  Handling  and  Marketing  Cotton* 

}?it'  £°operative  Marketing  and  Financing  of  Marketing  Associations 

1915.  How  Hawaii  Helps  Her  Farmers  to  Market  Their  Produce 

1916.  Possibilities  of  a  Market  Train  Service. 

1916.  A  Federated  Cooperative  Cheese  Manufacturing  and  Marketing  Asso- 

1916.  Business  Essentials  for  Cooperative  Fruit  and  Vegetable  Canneries. 
(Issued  December  — ,  1917.) 


WASHINGTON  :  GOVERNMENT  PRINTING  OFFICE  :  191T 


